Apparatus and method for training using a human interaction simulator

ABSTRACT

A computer based training tool and method that emulates human behavior using a computer-simulated person in a realistic scenario. It provides an interactive experience in detecting deception during interviews and acceptance of statements during interpersonal conversations. The simulated person provides verbal responses in combination with an animated video display reflecting the body language of the simulated person in response to questions asked and during and after responses to the questions. The questions and responses are pre-programmed and interrelated groups of questions and responses are maintained in dynamic tables which are constantly adjusted as a function of questions asked and responses generated. The system provides a critique and numerical score for each training session.

CROSS REFERENCE TO RELATED APPLICATION

[0001] This is a divisional of prior filed copending application Ser.No. 09/448,617, filed Nov. 23, 1999 which claims the benefit of priorfiled copending U.S. Provisional Application No. 60/109,974, filed Nov.25, 1998.

STATEMENT OF GOVERNMENTAL INTEREST

[0002] This invention was made with Government support under ContractNo. J-FBI-97-004 awarded by the Department of Justice. The Governmenthas certain rights in the invention.

BACKGROUND OF THE INVENTION

[0003] 1. Field of the Invention

[0004] This invention relates to a training process for perfectinginterview techniques and other interpersonal skills using a computersimulated person and a PC-based or other type computer, training toolthat emulates human behavior using the computer-simulated person in arealistic scenario.

[0005] 2. Discussion of the Related Art

[0006] For years, law enforcement agents have used verbal and nonverbalclues to detect deception. Much of the original research showing thevalidity of the technique was done by Reid and Associates. It is mostreadily available as part of course work provided by their company whichincludes a course oriented text titled, “The Reid Technique ofInterviewing and Interrogation”, John E. Reid and Associates, Chicago,1991. In addition, Paul Ekman in “Telling Lies: Clues to Deceit in theMarketplace, Politics and Marriage”, published by W. N. Norton and Co.,Inc., New York, 1985, “Who Can Catch A Liar?”, published in AmericanPsychologist, 46, 913-920, 1991, and Stan Walters in “Principles ofKinesic Interview and Interrogation”, published by CRC Press, BocaRaton, Fla., 1995 have made contributions to that body of knowledge. Theskills required to detect deception based on verbal and nonverbal cluesare difficult to acquire. Therefore, simulators are needed to trainpeople to deal with social and behavioral issues and situations. Tomaximize their effectiveness, the simulators must provide an engagingenvironment where the student can experience various realisticsituations and provide different responses. To be beneficial, thesimulators must rely on the recent developments in modeling andsimulation, sociology, psychology, and other fields.

[0007] To be effective, practice is required for training related to awide range of skills. Government and industry have designed anddeveloped sophisticated simulators so trainees can obtain ample practiceand acquire experience without risking lives or expensive equipment.Pilots practice on flight simulators before flying aircraft; militarypersonnel use war-gaming simulators to practice executing missions;medical personnel use computer simulations to practice triage as part oftheir training. Training simulation technology has, as a result of theprocess of developing such sophisticated simulators, progressed to thepoint where it can be used successfully to help develop a variety ofinterpersonal skills, such as interview of suspects in criminalinvestigations.

SUMMARY OF THE INVENTION

[0008] A primary object of the present invention is to provide a meansand apparatus to aid individuals in developing a variety ofinterpersonal skills, such as interviewing suspects in criminalinvestigations.

[0009] Another object of the present invention is to create acomputer-simulated person incorporating a simulated brain and capabilityof remembering the nature of questions asked or statements made by theuser and their appropriateness with respect to the current interactions.

[0010] A still further object of the present invention is to provideresponses based on typical patterns of behavior and history of asimulated conversation.

[0011] Yet another object of the present invention is to provide asystem for training students to interview for the purpose of detectingsigns of deception from a suspect in a criminal case.

[0012] A further object of the present invention is to provide aninteractive system for conversational skills training.

[0013] A still further object of the present invention is to provide asimulator for interpersonal training comprising logical and emotionalcomponents implemented by way of a computer simulation.

[0014] Yet another object of the present invention is to provide aninteractive system in which responses are affected by the status of asimulated subject.

[0015] Another object of the present invention is to provide aninteractive system in which responses are affected by the emotionalstate of a simulated person.

[0016] A still further object of the present invention is to provide avisual image of the subject wherein the expression, posture and positionof the head, arms, hands, fingers, legs and feet change in response toasked questions and during and after responses thereto.

[0017] These objects are achieved by providing an interactive system forconversational training which includes an interface and simulated brain.The interface allows a user to easily navigate through many possiblequestions and to watch and hear the simulated subject respond. Thepossible questions are pre-programmed and indexed in sub-listings sothey can be found by, (1) selecting a question category and lookingthrough the questions in that category window, (2) examining a follow-upquestion window to find questions suggested by the system, or (3)querying the system for questions involving specific words such as“promotion”. The interface also adds new questions and comments to thesub-listings as information becomes available and eliminates questionsthat have lost their relevance.

[0018] The simulated brain includes a logical component and an emotionalcomponent. The logical component selects one of a series of responses tothe questions. The selection is based on the likelihood of each of theresponses given the current circumstances. The circumstances areaffected by the state of the simulated subject (for example, guilt orinnocence in a criminal investigation) and the emotional state of thesubject. The logical component keeps track of the information providedin the responses and tries to maintain consistency in responses.

[0019] The emotional component is critical in the random selection ofthe response. The emotional state of the simulated subject is determinedby, (1) the state of the subject at the beginning of the interview, (2)the entire discussion (questions and statements) history, (3) the morerecent questions and statements, (4) the last question or statement, (5)the subject status (guilt or innocent) and (6) chance. A stochasticmodel determines the ebb and flow of the subject's emotional state asquestions are asked and responses are given. The parameters can be tunedto affect the simulated personality. For example, the simulated subjectmay give poorly worded statements or may get upset by the wording ofquestions and be slow to respond.

[0020] In one embodiment, a system trains students to interview for thepurpose of detecting signs of deception from a potential suspect in acriminal case. Thus, it teaches student-investigators to detectdeception, develop listening skills, formulate good questions, buildrapport and develop themes for interrogation. The student attempts todetermine if the simulated subject is attempting deception by watchingboth the verbal and non-verbal behavior. As part of the exercise, thestudent develops rapport by creating an environment where the simulatedsubject is comfortable and will provide complete and informativeresponses. Each question or statement from the student is ratedaccording to how it contributes to the student-subject rapport.

[0021] Some statements or questions available to the student make thesimulated subject feel comfortable or the investigator less of a threatand contribute to rapport building and have positive rapport ratings.Other statements or questions make the simulated subject feel defensiveor offend in some way and contribute to a negative rapport. Somestatements or questions may have a negative effect on rapport, but helpto determine the guilt status (veracity) of the subject. To successfullyinteract with the simulated subject, the student makes the subject feelthat he or she is contributing to the investigation by answeringdifficult questions. Questions are also evaluated according to theirdiagnostic value and both the rapport and diagnostic ratings contributeto the student-user's overall evaluation. These ratings depend on therapport or emotional state of the simulated subject. A hostile subjectmay interpret the intent of the question, “Who do you think took themoney?” differently than a subject who is trying to be helpful.

[0022] The system grades the quality of the interview by consideringseveral factors including, but not limited to, the rapport anddiagnostic value of the statements and questions. A correctdetermination of the veracity (truthful or deceptive) of the subject andthe detection of clues contribute to the interviewer's grade. When thesubject makes an error and reveals behavioral information indicatingdeception (verbal or non-verbal) or provides a response that would beunusual for a deceptive subject, i.e., indicating that he or she istruthful, the student indicates, by choosing an appropriate button, thatevidence of deception or non-deception has just been provided. Theproper identification of these clues increases the interviewer's grade.

[0023] The system has several user-selected options. For example, eithera male or a female voice can be used to ask questions or makestatements. The interview may be conducted at the beginner,intermediate, advanced or professional level, with fewer clues providedat the more challenging levels. Many of the questions can be asked inany of a number of ways, some hurting rapport and some helping rapport.The simulated subject may ask the student-investigator a question inreturn. If so, the student can choose to ignore it or respond using areply found in the follow-up window. The system remembers the sequenceof questions and responses from the interview so that the entireinterview can be replayed. During replay, the system identifies anyunusual behavior in writing.

[0024] The interactive system can be used to train in many differentareas. It can, for example, be used to help in training children in thecampaign to “Just Say No”, medical students, or any other area wherehuman interactive training of any type is required.

[0025] Other objects, features and advantages of this invention will beapparent from the following drawings, specification and claims.

BRIEF DESCRIPTION OF THE DRAWINGS

[0026]FIG. 1 is a stylized image of the computer-generated display ofthe simulated subject according to the present invention;

[0027]FIG. 2 is a simplified logic flow chart showing the means foraccomplishing the modeling of a subject's behavior according to thepresent invention;

[0028]FIG. 3 is a detailed flow chart showing how the present inventionoperates;

[0029]FIG. 4 is a computer display showing a “Basic Option” screen usedin the present invention;

[0030]FIG. 5 is a computer display showing the “User Input” screenaccording to the present invention;

[0031]FIG. 6 is a flow chart showing how rapport is modeled according tothe present invention;

[0032]FIG. 7 is an exemplary image of the control panel screen forunderstanding rapport states according to the present invention; and

[0033]FIG. 8 is an exemplary image of the control panel screen used toinput the subject's personality parameters into the fundamental programof the present invention.

DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0034]FIG. 1 is exemplary of a typical display created by the subjectinvention to provide visual clues relating to the emotional state of thesimulated subject. The expression, as best seen in the enlarged image10, of the simulated subject changes in response to asked questions andduring and after the response elicited by the questions. Simultaneouslywith the expression changes seen in the enlarged image, the image of theseated Subject, 20, changes. The changes that occur in the image of theseated subject include, in addition to expression changes, shifts inposture and changes in the position of the head, arms, hands, fingers,legs, and feet. The changes are produced by a series of video vignettesrepresenting the subjects body language. They may be producedgraphically in the time-honored tradition involving artists drawingsequential images or through the use of contemporary tools such ascomputer animation. However, in the preferred embodiment, the vignettesare created by capturing the image of live actors responding toquestions in specific ways under the supervision of a director followinga script for a specific type of training. The specific types of trainingrelate to interpersonal skills, such as interviewing people related to acrime, i.e., suspects and witnesses, interviewing potential employees,interacting with sales personnel, discussing critical issues with one'schildren and instructing on a one-to-one level are but a few of thepotential uses of the invention.

[0035] The invention is realized by creating a plurality of videovignettes simulating a person responding to prepared statements by auser of the system or by the absence of a statement. In one embodiment,the prepared statements are presented as a list of options, one of whichis selected by the user via standard highlighting techniques using thecomputer's cursor. In an alternate embodiment, the statements areverbalized by the user. This, of course, necessitates that the inventionbe executed by a computer incorporating voice recognition software. Toallow latitude in framing a question or statement by users of thesystem, the prepared questions are recognized as combinations ofkeywords. Therefore, a prepared question is identified as such whenphrased in a variety of different ways, the recognition criterion beingthe inclusion in the phrase or statement of the keywords. In theembodiments which eliminate the voice recognition requirement of thecomputer system supporting the invention, the prepared statements areselected by more conventional means such as typing a number or lettercombination on the computer keyboard or, as previously suggested,highlighting the statement with a cursor.

[0036] The invention helps develop interpersonal skills. It does this bycombining a plurality of audio responses and video vignettes simulatinga person responding to prepared statements selected by the user. Byproperly choreographing the audio responses, video vignettes andprepared statements, the system may be used to train individuals for avariety of interpersonal situations. For purposes of explanation, theinvention is presented as a training aid for suspect and witnessinterview techniques by law-enforcement personnel.

[0037] In a typical training scenario using the invention, the studentinterviews a simulated subject who is projected as illustrated inFIG. 1. (Throughout this presentation, the simulated subject will bereferred to as Mike. This is for simplification and to personalize Mikein the same way the simulation is personalized for the user of theinvention in the preferred reduction to practice.) The interview relatesto, as an example in this instance, a crime. The purpose of theinterview is to determine Mike's involvement. He may or may not havecommitted the crime. The student conducts the interview by selectingfrom an extensive, scripted list of questions residing in the softwareof the system and observing Mike's verbal and nonverbal responses. Astochastic model of Mike's personality selects responses to thestudent's questions based on logical and emotional factors associatedwith human behavior. Mike's behavior and responses are determined by acomputer model of Mike's behavior (considered the “brain”). The computermodel sequences the visual and audible responses which are presented byvideo characterizations as illustrated by FIG. 1. The video sequencesare created for the software by using an actor. This provides arealistic, two-way conversational interview.

[0038] In the embodiment of the present invention being described as anexample, a plurality of audio responses are created for articulation bythe simulated person in response to the prepared questions which areselected by cursor, keyboard or vocalization by the user of the systemor the absence of selection within a predetermined time period. Thevideo vignettes and audio responses are further interrelated by a logicmeans which is created to reflect the personality of the simulatedperson. This personality profile emulation controls the video and audioresponses according to an interrelated network keyed by recognition ofthe selected prepared questions by the computer running the programs ofthe invention. The personality profile emulation (personality emulator)is created as a logic means in the form of networks interrelating eachof the audio responses with the video vignettes and the statementsselected by the user as illustrated generally in FIG. 2.

[0039] As shown in FIG. 2, the mood, stage and available information areinitialized in step 30. Available questions are then identified in step40 and displayed in step 42. A question is selected in step 44 andevaluated by the student interviewer in step 46. The software thenupdates the mood of the interviewee (Mike) in step 48 in accordance withthe selected question. A response is then determined by the software instep 50 and displayed in step 52. The available information is thenupdated 54. The student can then choose to continue or stop theinterview in step 56. The program stops in step 58 if directed orcontinues to step 40 if the student decides to continue.

[0040]FIG. 3 is a detailed flow chart showing how the present inventionworks. It should be noted, that many variations are available and thisflow chart is given as an example of one way of achieving the presentinvention.

[0041] A “Basic Option” screen “pops” up 102 and the user can thenselect from any of five Basic Options on the opening screen shown inFIG. 4. These options include the selection of Instructions 104, Manual106, Case Background 108, Exit 110, or Interview Mr. Simmens 112. Theselection of Instructions 104, Manual 106 or Case Background 108 usesthe web browser to display a text document. When the browser is closed,the Basic Option Screen (FIG. 4) reappears. The browser feature can beused to scroll through the documents or search for specific text. TheExit 110 option terminates the software.

[0042] If the Interview Mr. Simmens 112 option is selected, theinterview is started by initializing Mike Simmen's guilt status andinitial rapport level. The User Input Screen 114 shown in FIG. 5 thenappears. This screen (FIG. 5) is the main control screen for theremainder of the program.

[0043] Before the Interview is initiated by selecting the “StartInterview” option 116, the user may chose to update some of the BasicOptions 102 listed at the top of the screen or to “End Interview 110.”

[0044] The “User Input” screen is shown in FIG. 5. When the user startsthe interview, a window appears asking for the student's name. The“File” pull-down menu at the top of the User Input Screen allows a userto select from Basic Options including, but not limited to, the sex ofthe investigator's voice, the level of difficulty (few clues arepresented at higher levels of difficulty), the sizes of the screen usedto display the subject (in this example, Mike) and the option to inhibitthe audio and video. The user may also ask for help in the “Help”pull-down menu and bring up the Instructions 104, Manual 106 or CaseBackground 108 using a web browser or read the copyright notice underthe Rights pull-down menu. Once the interview is underway, the user mayalso choose to have the last question and answer repeated (Say Againpull-down menu), or replay the entire interview up to the last response(Playback pull-down menu).

[0045] Before any of the other options can be exercised, the user muststart the interview. After providing a user name 118 or using a defaultname, the user may select from a list of Basic Options from the menu atthe top of the screen, Query 120 for a certain question using a keyword,display questions in a Question Category 122, such as “ATM” or “Jones”,End the Interview 124 or ask any question displayed in either aFollow-up Question category window on the screen or Possible Questioncategory Window on the screen by double-clicking on it.

[0046] If the user selects “Start Interview” 116, he or she is asked toenter his or her name to accept the default name. After this is done,the name entered will automatically be associated with the score. Theuser may then put any keyword in the Query window and select the Querybutton. When this is done all questions with that word will be displayedin the Possible Question window on the screen.

[0047] The user may then select any Question Category 122 at any timeand all available questions in that category will be displayed.

[0048] The user may elect to end the interview (step 124) at any time.If this is done, a window appears requiring the user to decide if thesubject, Mike in this case, has committed the crime (step 126). Thestudent's decision along with the quality of the interview are used tocalculate and display an interview score.

[0049] Once a question is selected (step 128), then a number of stepsare required. Clue indicate status fields are used to judge thestudent's appraisal (veracity) (step 126) of a previous response (if oneexists) as the evaluation records are updated. Information associatedwith the selected question is used to update the rapport (step 130) andthe interview evaluation. If rapport is too low, the subject ends theinterview (step 132) one of a number of videos is played (step 134), andthe program proceeds as though the interview was terminated by thestudent. Otherwise a response is selected by building a probabilitymodel and using a random number to select one response (step 136) fromthe list of available responses. The entire list of available questionsand available responses are updated (step 138) to avoid redundancies andinconsistencies and to allow for newly relevant questions and responsesto be added to the list of possibilities. The student score is thenupdated (step 140). The question and response are then played (step142). Finally, the revised question list is displayed (step 144). Thesoftware executes each of the student's commands and then waits for thenext command.

[0050] To use the invention, the student carefully listens to andobserves Mike's responses. It should be noted that every time the systemis exercised, the subject (in this example, Mike) behaves differently.This is due to the fact that random numbers drive the subject'sbehavior. The student plans a line of questioning based on hisinterpretation of the responses and judges the content as truthful,deceptive, or not informative. The simulated subject's response andbehavior depend on the student's input. Because most questions haveseveral possible responses and the simulated Mike may or may not beguilty during a simulation, the interview proceeds differently each timeit is conducted and the subject behaves realistically and unpredictably.Like a real interview, the simulated interview is expected to take overan hour, but can take as little or as long as required. A properlyconducted interview would take over an hour.

[0051] The model for Mike's behavior includes specific attributes thathelp the user develop interview skills. Mike “remembers” the nature ofthe interviewer's questions and statements and responds based on typicalbehavior patterns related to his guilt or innocence and content of theinterview. The logical component within the system tracks the responsesand keeps them reasonable and consistent. The operational program of thesystem selects one of a series of likely responses considering thequestion and circumstances, which are affected by Mike's status (e.g.,guilt or innocence) and his emotional state.

[0052] Mike's emotional component is critical in the selection of theresponse to a question. His emotional state is determined primarily bythe student's questions. A mathematical model determines the flow ofMike's emotions as questions are asked and responses are given. Themodel parameters can be adjusted to affect Mike's personality. Theemotional model can be tuned so that Mike may be forgiving of a poorlyworded question, or may be easily upset and slow to forgive blundersmade by the questioner.

[0053] The logical component of Mike's brain is saved in a database. Itcontains all available questions and all possible responses to thosequestions. Different questions can share responses, and each questioncan have many responses, so that data fields written into the databaseare used to link questions and responses and to generate sub lists ofpotential questions to be asked for a given progression of theinterview.

[0054] In a preferred embodiment, there are over 500 possible questionsthat can be asked in almost any order. To reduce the search for thedesired questions, those that have been asked are eliminated from thelist. Also, similar questions are deleted. As replies are provided, newinformation is revealed and new questions become relevant and available.Fields in the database (logical component) are used to identify whichquestions and replies are opened and closed as a result of each questionand Mike's reply.

[0055] The program implementing the invention makes sure Mike's repliesare consistent. For example, suppose Mike is asked if he likes hissupervisor and he replies, “She's okay.” If the next question is “Do youever socialize with her?” the reply “No, I can't stand her.” must bedropped from the set of possible responses. In other situations, adifferent or inconsistent reply is required. For example, if Mike isasked, “What do you like to do in your spare time?”, he may reply thathe plays golf where the possible replies are that he plays golf, reads,or skis. If he is then asked, “What else do you like to do?”, the golfreply is a consistent reply, but must be dropped.

[0056] In a preferred embodiment, Mike will be in any one of at leastfive emotional states. The states are five levels of rapport, includingworst possible, poor, average, good, and excellent. As rapportdeteriorates, Mike provides short uninformative replies, while withbetter rapport, Mike provides more complete and revealing replies. Foranother application, the states could be anger, denial, depression,bargaining, and acceptance and Mike would respond accordingly. Mikemoves through his emotional states as a result of the interactions withthe student.

[0057] Each question is coded in accordance with its effect on Mike'semotional state. The code is rapport-dependent and defined in Table 1.TABLE 1 Rapport State Definitions Rapport State Description 1 WORSTRapport is very bad and little information will be provided. Answers areas short and as uninformative as possible. Hostility should be clear. 2BAD Rapport can change with work. Most responses are brief. Hostility isthere, but not real obvious. The main sign of this state is short,uninformative answers. 3 NEUTRAL Mike's demeanor does not change. Givesa mix of both vague and informative answers. Behavior commonly used whenfirst introduced to a new person. 4 GOOD Mike has some trust and respectfor the investigator and is generally forth coming. A behavior oftenreserved for an acquaintance of some time. 5 EXCELLENT Mike sometimesvolunteers information. He feels he can talk to the investigator.Relationship is warm, friendly and almost trusting. Behavior of the kindof person that may want you as a friend.

[0058] When the interview is initiated, quantitative emotional valuesare allocated to each of the five rapport states, and these values areconstrained to add up to 1. The questions act as stimuli to affect theflow of these emotional values from state to state. The model of theemotional flow is complicated, yet can easily be modified to accommodatechanging requirements. For Mike, the model modifies itself as theinterview progresses. For example, each time you irritate him (rapportstate deteriorates), he is progressively more easily irritated.

[0059] Mike's state is the rapport state with the largest emotion value.The emotion model performs two fundamental functions: (1) it determinesthe direction of emotion flow, and (2) it determines the magnitude ofthe flow. As questions are asked, the model determines how the emotionsflow towards a target rapport from all other rapport states. The flowcontinues until either the emotion limit for that state is reached orthe sign of the emotional stimulus, Sr is changed. If good questions arebeing asked, Sr is positive, and when the flow reaches the limit, thenext rapport state is selected using a matrix of transitionprobabilities to select the next target state. This matrix is called theforward transition matrix. If Sr is negative, then a differenttransition matrix, called the backward transition matrix, is used toselect the next target state. For the preferred embodiment, flows ofemotion toward an improved rapport are positive and those toward aweaker rapport are negative. The sign of Sr determines the direction ofthe flow. If the sign changes as questions are asked, the direction ofthe flow immediately changes and a new target rapport is selected. Thetarget rapport selected is usually the next higher or lower statedepending on the sign of Sr, but that is not a requirement. For thisembodiment the forward transition matrix usually selects the next higherrapport level. However, the backwards transition matrix may skip thenext lower state. Thus, poor questions usually cause rapport with Miketo deteriorate faster but can cause the interview to suddenly turn sour.

[0060] The stimulus Sr, is computed using rapport values associate withall of the previous questions and provides the input to this model. Arapport value is associated with each question and a value between 0 and9 with a 0 being associated with very poor questions and 9 with the bestpossible question. The rapport value is first converted into a rapportvalue between −4.5 and +4.5. Negative values represent poor questionselection. After each question, the stimulus value, Sr, is computedusing the average rapport value of all previous questions and thecurrent question rapport value, S_(q), as follows:

S _(r)=0.8 [memory * S _(r−1)+(1−memory)*S _(q)]+0.2 (average rapportvalue).  (1)

[0061] In this equation, S_(r−1) is the stimulus before the lastquestion. The memory quantity in the equation is a parameter that can betuned to change the behavior of Mike and is nominally set to 0.45 in apreferred embodiment. This parameter controls the influence of the lastquestion of the stimulus. The stimulus is influenced most by the valueof the last question, but the most recent history and the entire historyalso influence it.

[0062] The memory constant described is exemplary of several parametersthat allow Mike's personality to be tuned. The limit of emotions in astate before another target rapport state is selected is determinedseparately for each state. These five state-related parameters are usedto make it difficult to move away from some states and easy to slip fromothers.

[0063] Another state-related set of parameters affect the rate ofemotion flow. These parameters reflect a “stickiness” factor and make itdifficult or easy for the emotions to flow from particular states. Thisparameter determines the portion of a rapport state's emotion that isallowed to flow from that source to a target state. A sticky stateyields less to the target state, i.e., the more “sticky” the less likelythe rapport state will change.

[0064] Two parameters that affect all of the states are the forward andbackward speed parameters. These speed factors provide a directiondependent way for the developer to regulate the speed of the flow ofemotions that affects all states equally. For the preferred embodiment,rapport is slow to build and can be destroyed rapidly with a few poorquestions, the forward speed (improved rapport) is much slower than thebackward speed (deteriorating rapport). These two parameters, like themajority of parameters that make up Mike's “brain”, may be varied tochange Mike's personality.

[0065] Mike's emotional “brain” is altered by varying parameters such asthe “stickiness”, thereby varying Mike's personality. This isaccomplished through a specialized input control screen shown in FIG. 6.The software for modeling and tracking a subject's rapport, in this caseMike's, is unique. It includes initializing the rapport routine when theinterview starts and updating the rapport (step 130 in FIG. 3). Therapport routine is updated and run after each question. Theinitialization routine in FIG. 6 initializes Mike's personalityparameters (step 200) including rapport state transition probabilities,the limit before transition to another state memory and state“stickiness”. Further, a pseudo random number generator is used to setMike's initial rapport by assigning weights to each state. FIG. 7 showsan example of the rapport states and related information. Most of theinitial weight is assigned to rapport states 2 and 3 in this example.

[0066] The rapport state with the most weight, state 3 in FIG. 7, isdefined to be Mike's mood (step 202 in FIG. 6) or rapport state. Eachtime there is a stimulus of a question, the Update Rapport routine inFIG. 6 is called to cause the weights to flow toward a target state.Most often this routine will simply take weight from other states andplace them in a target state. Sometimes the routine will select a newtarget state. Step 300 initializes and checks variables and parameter.The rapport value associated with the selected question is normalized toprovide a value between −0.5 and +0.5. This value, the current stimulusvalue, S_(r−1), and the average question value for the entire intervieware used to compute the new stimulus value, S_(r) (step 302). The newstimulus value S_(r) is checked to see if its sign has changed (step304). If the sign of the new stimulus does not change or if the “limitto change” of the weight in the target state has not been reached (step306), the target state is not changed. If, however, either one of theseconditions is met, the target state is changed (step 308) using eitherthe forward or backwards transition matrix.

[0067] If the sign changes from positive to negative, or if the limitfor the target state has been reached and the stimulus is negative, thebackwards transitions are used to select the next target state. For thetransition in matrices FIG. 7, the forward transition is always to thenext higher state, but a backward transition can be either to the nextlower state or may jump two states down. When the limit of the state(1.0) is reached and the stimulus is negative, the interview isterminated.

[0068] Once the target state is determined, weights from each of theother states are moved to the target state. To determine the amount ofweight taken, one minus the “stickiness” factor is multiplied by thenormalized question rapport score and the weight in the state, creatinga change factor. This factor is multiplied by a speed appropriate(forward or backward) factor to determine the total weight to be movedto the target state. Once the weights are changed (step 310), the updateis complete and the program returns to its query state.

[0069]FIG. 8 shows an exemplary control panel screen used to input thesubject's personality parameters into the fundamental program of theinvention.

[0070] The present invention allows the developer to adjust theemotional model for the subject to meet the requirements of the trainingsystem being developed. In addition the software can adjust these modelparameters. For example, Mike's personality can be modified as part ofthe initialization of the program. For the preferred embodiment, eachtime Mike enters rapport states 1 and 2, parameters are adjusted so hemore easily is angered. The feature of allowing the emotional model tomodify itself adds important richness to the model and makes Mike'sbehavior more like a real person.

[0071] When the interview begins, Mike is randomly assigned a number ofinitial conditions and these initial values are used to select responsesfrom the database according to imperatives of the “brain”. He may beguilty or innocent. If he is guilty, he could be motivated by need orhate. His initial rapport with the interrogator is randomly assignedwith most of the emotion being assigned to the bad and neutral states.The selection of his guilt status affects his behavior throughout theinterview. The student must identify and improve the rapport whiledetermining Mike's guilt.

[0072] Mike's replies are selected from the logical portion of his brainusing his rapport state, his guilty status, and a pseudo-random numbergenerator. For each guilt status and each rapport state, interfacefields in the logical database provide likelihood's of each response.These likelihood's are numbered between 0 and 9 and are used to developprobabilities associated with the available responses. When a questionis asked, the likelihood's for all available replies for Mike's currentstate and status are summed. Each likelihood is divided by the sum toproduce a series of probabilities for the available replies. Theseprobabilities and a pseudo-random number generator are used to selectMike's response. Different likelihoods are assigned for each of thedifferent guilt states and different rapport states.

[0073] The most significant part of the training simulation provided bythe invention focuses on experience with a single case, where thestudent works through the steps of an interview. At each step, thestudent is given an opportunity to make mistakes. Each time the systemis used, the simulated subject, Mike, provides different responses,sometimes subtly indicating truthful behavior and at other timesindicating deception, motivated either by revenge or financial need.

[0074] The goal of the invention is to simulate a real interview byinterweaving a plurality of video vignettes of a personality withquestions and responses. In this embodiment, due to technology at thepresent time, the possible questions and responses are limited to thoseplanned as the script incorporated into the program was developed.However, there is a set of standard questions that provide importantdiagnostic information and one goal is to familiarize the student withthese questions. These questions are included in the script, whichoffers a reasonably rich variety of questions, giving the student theopportunity to practice question formulation. Even though the questionsmay appear limited, there are still hundreds or thousands available,making it possible to provide paths representing many realisticinterview scenarios. Finally, responses depend on how well the studenthas laid the foundation for the questions, making rapport development anessential part of the successful simulated interview.

[0075] In the present example, there is a perceived lack of spontaneityand realism in the simulated interview. The student must somehow inputor select the desired question while Mike waits. (The video presentationis frozen at the end of Mike's response to each question.) However, thedelay does give the trainee time to think and to develop better habits.Of course, as technology advances, so will the interactions so that theycan appear in “real time”.

[0076] As the interview proceeds, the student learns to determine whenit is appropriate to ask certain questions while watching and listeningfor indicative responses. If and when the student feels that Mike is thelikely perpetrator of the crime or will provide no new information, thestudent can terminate the interview or suggest that the interview end.At that time, the student is asked to fill out a short on-screenquestionnaire that forces the user to make a decision on the question ofMike's honesty.

[0077] As noted above, when the executable program of the invention isstarted, the user can select one of a number of options. The first is anon-line manual (106), which can be called up and read or printed. Mikeacts out many different behaviors described in this manual. The user mayalso select a “User's Guide” (104) and learn how to use the software andbe provided with hints for a better interview. He or she may select“Background” (108), to learn the basic case information. Finally theuser may select “Interview Mr. Simmen” (112), to start the interview.

[0078] The interview option allows the user to ask questions byselecting them in any of a number of ways. The student may enter a keyword, which brings up a list of questions containing that word. The usermay page through a list in any one of at least 14 different categories.As the give and take between the user progresses, the system provides alist of follow up questions and statements in the Follow Up window.These questions are obvious follow up questions consisting of both goodand bad questions or statements. They are provided to help avoid makingthe user dig through a long list of questions to find the next obviousquestion. Some of the follow up questions only make sense at that pointin the interview and will disappear after the next question is asked.These questions are marked with an asterisk (*).

[0079] Sometimes Mike may ask the student a question, in which case thestudent may choose to ignore the question or respond using a reply inthe follow-up window. The student may also elect to make supportivestatements, helping to build rapport. These statements are madeavailable throughout the question list at appropriate times. A criticalpart of the system is to provide easily available bad questions. Poorstudent performance ratings and information restrictions result from theuse of the bad questions. Many students will select poor questions tosee how Mike responds and observe how his responses differ. Thisexperience also adds to the training.

[0080] In the scenario used herein to demonstrate a preferred embodimentof the invention, the student is investigating the theft of $43,000 froman Automatic Teller Machine (ATM) at a bank. The subject of theinterview, Mike, is a male loan officer who had the opportunity to takethe money.

[0081] The example interview begins as illustrated in the logic flowdiagram shown in FIG. 2, which includes the primary question loop, 40,which is reiterated for each question. Mike is initially assigned anyone of three guilt states before the first question loop begins (step30). The guilt states are: Truthful (innocent), guilty and motivated byRevenge, or guilty and motivated by Financial pressure (states T, R, andF, respectively). The student investigator has several possibilities toexplore, including revenge for being passed over for promotion,financial pressure caused by a series of events, problems with alcohol,problems with drugs, problems with gambling or problems with agirlfriend. The innocent subject also has all of the same motives, butdemonstrates a different pattern of responses to other criticalquestions.

[0082] The system remembers the sequence of questions and responses fromthe interview so that when the interview is ended, the user can replayit. During replay, the system stops at the end of each response. Unusualbehaviors, if any, are identified in text form on the screen during thereplay but not during the original interview. For example, a change invoice or an unusual movement may be noted. By design, some of thebehaviors are subtle and a few are misleading.

[0083] The steps involved in producing the scenario specific parts ofthe invention include the development of the master list of questionsand a corresponding list of potential responses. Next, a storyboard iscreated to demonstrate screen formats and the integration of themodeling of the questions and responses. A voice synthesizer is used sothat an audio only version of the system can be thoroughly tested.Recording the vocalization (“voice over”) of the questions follows this.Finally the actor is used to gather the multitude of video segments.Once taped, the segments are carefully edited before being digitized.Then the hours of video and audio data are compressed for availablemedia. For each usable response, key start and stop frames areidentified in the video stream and integrated with the audio questionsso that the responses are seamless and timely.

[0084] The goal of the script for the invention is to make Mike behaverealistically and unpredictability, while allowing the student to ask awide variety of questions. Even if the student detects significant cluesearly on, it may be useful to continue the interview to identifyinterrogation themes.

[0085] The interview script, which customizes the basic fundamentalprogram of the invention to render it applicable to an end task,consists of all available questions and responses. Both verbal andnonverbal behaviors are described for each of over 1200 responses inpreferred embodiments. When an interview is initiated, a large number ofthe questions, 41, are made available to the student. All of these willmake sense. Some of the other planned questions will not be revealedbecause specific information has not yet been developed or because theymay imply information that would not realistically be available. Thesequestions are not made accessible to the user until the appropriateinformation is revealed. As certain information comes to light, somequestions may no longer make sense or the available responses may notmake any sense. These questions will be removed. After any question isasked, it and similar questions are removed from the question list.

[0086] The logical part of Mike's “brain” consists of thequestions/statements and the associated codes and the list of responsesand the associated codes. A most important feature of the system isthese associated modeling codes contained in the script. For eachquestion, there is a list of key words, a question code, a rapportvalue, and an diagnostic value that is incorporated as part of questionscripting shown in Table 2. TABLE 2 Sample of a Scripted Question.Question Rapport Diagnostic Close Section Question/Statement Code ValueValue QST Key words Do you think the person who did 774 G 9 775Indicator this had a good reason? Of all the possible reasons you 775 G9 774 Indicator can think of for taking the money, which one would bethe most likely?

[0087] The Question/Statement/column of Table 2 provides question textfor the student investigator. This text may be a basic question, astatement made in response to Mike's reply or a response to Mike'squestion. The question code is used by the software to identify the textand to match it to the possible responses. That is, the questions areassigned a number and the answer is assigned a matching number.

[0088] The responses given to each question depend on the rapportbetween the subject and the student. The rapport is determined by theemotion model and uses the rapport value associated with each questionto determine the flow of the emotions. As a result, each question israted according to its rapport value as shown in Table 1. Certainquestions or comments improve rapport, even while being of little valuein providing information or improving the diagnostic information. TheMike-student rapport depends on the history of the interaction, therapport just before the question and the last question asked. Thus, thesequence of selection of the statements asked is important.

[0089] The value may be rapport-dependent, so that a question may be agood choice when rapport is good or excellent and a bad choice whenrapport is poor or the worst. Therefore, the codes in Table 3 areprovided that allow the script to specify different values for thequestions, depending on the rapport. Four codes (P, A, G, B) areprovided. Their names indicate the states when the question should beasked. A “P” indicates that this question is excellent when rapport isPOOR and needs building, but is a waste when rapport is good. An “A”question is valuable with AVERAGE rapport, but is not particularlyuseful with very poor or very good rapport. A “G” question is productivein rapport states 4 or 5 when rapport is GOOD, but the rare “B” questionis BEST when rapport is in either state 4 or 5. The developer of thesystem may provide a factor for scaling these codes. For example, theuser may enter (0.5.) P to use half of all the rapport values or use(1.5)P to increase all the values to either their limit of 9 or by 150%.TABLE 3 Question Value Functions Dependant on Rapport State QuestionValues Rapport Rapport Rapport Rapport Rapport Rapport Function State 1State 2 State 3 State 4 State 5 POOR 8 8 4 3 3 AVERAGE 2 3 6 4 4 GOOD 12 4 5 6 BEST 0 2 3 7 9

[0090] When the rapport is poor, Mike will provide short answers withmuch less information. When it is high, Mike is more likely to providemore valuable information. The rapport score is used to determine therapport state. In writing the script, special care is given to providethe student periodically with evidence of the rapport level. The studentneeds to be able to identify deteriorating rapport and have dialogavailable, which improves rapport.

[0091] Some questions may hurt rapport or irritate Mike, but willprovide useful information and perhaps assist in the detection ofdeception or identify the motive. Therefore, each question is also ratedaccording to its diagnostic value which is the primary factor indetermining the question value. The diagnostic value is influenced bythe rapport value. At the end of the interview, these questiondiagnostic values are combined to produce a diagnostic score used toevaluate the interview. Again, the sequence of selection of thestatement helps establish a performance score for the user/student. If asequence of statements are selected with the appropriate rapport, thediagnostic (performance) score will be enhanced. If the rapport state ispoor, the same questions will result in a lesser score. Table 4describes how these Question diagnostic values are determined. TABLE 4Question Diagnostic Value Definitions DOES IT DOES IT DOES IT HELPQUESTION HELP IDENTIFY DETECT MEANING AND VALUES RAPPORT? MOTIVE?DECEPTION COMMENTS 0 No No No As poor a question as any provided;insulting, creates dislike and all but destroys trust. It may appear toMike that the investigator is out to get him whether he is guilty ornot. 1 No Unlikely No Poor question, Mike loses respect for studentinvestigator. May make this student investigator look stupid or foolishor possibly out to get Mike. 2 No Unlikely No Poor question generally.Could make investigator look arrogant or foolish 3 No Possibly NoSensitive people may take offense, but most would not 4 Slight PossiblyUnlikely Clerical question, sometimes negative leading to potentialmotives. Asked in a better way. 5 A little Possibly Neutral May benecessary, clerical, opens dialogue. The weakest question the world'sbest examiner would ask. 6 Possibly Yes, most Possibly Perhaps anecessary follow-up likely question. The kind of question you are gladyou asked, is designed to improve at least one of Rapport, Motive orDetection of Deception, with little loss. 7 Possibly Yes, most Yes, mostProvides diagnostic likely likely information and asked at a reasonabletime. Probably improve one or more of, Rapport, Motive, Detection ofDeception. 8 Yes, most Yes, most Yes, most Provides significant likelylikely likely diagnostic information when asked at the correct time.Probably improves two of Rapport, Motive, Detection of Deception. 9 Yes,most Yes, most Yes, most Provides significant likely likely likelyinformation. May also improve all three of Rapport, Motive, Detection ofDeception

[0092] If the student consistently asks good questions, that informationproduces a high overall evaluation of the student's technique. Thestudent still must be able to recognize the clues and determine if Mikeis deceptive or truthful to get the best evaluation.

[0093] Sometimes when Mike answers a question, that question and otherquestions will be answered. In order to reduce the number of questionsthe user must search through to find the desired questions, and to helpinsure consistency in answers, similar questions are dropped from thelist of available questions. The “Close Question” column in Table 2identifies those operations closed as a result of asking the question.

[0094] To make the question selection easier for the user, mostquestions are associated with one or more of 14 categories. When theuser selects a category all questions associated with that category aredisplayed in the question window. The final column in Table 2 containskey words that are used to identify categories associated with thequestions. Some questions are associated with several categories. Forexample, the question “How much money was your wife making” would fallinto the Personal, Financial and Family categories. Other questions arenot associated with any category, so no key word is provided. These areopened by one of Mike's responses. For example, when Mike ask, “How areyou?” the reply “Fine, Thanks” is not associated with any category andis only available immediately after Mike's question.

[0095] For each question or comment, there is a series of possibleresponses. Table 5 provides example responses with associated codes.Each response requires 8 columns of information or codes. TABLE 5 Sampleof A Scripted Response Reply Available Question Guilt Response DeceptiveTruthful Code to Response Open? TRF Indicator Rapport Rapport 774 774Some people just don't need 775 100 00101 00349 reasons. They takeadvantage of every situation and only worry about themselves. 775 774Maybe they thought that they had a 775 111 00011 00244 good reason, butthere's really no good reason for someone to be a thief. 776 774 775They probably needed the money 111 all 00059 00000 to pay bills orsomething like that. 777 774 775 Maybe the person wanted to teach 010 H400049 00000 the bank a lesson about tightening up security. 778 774 Whoknows what reason they had. 775 111 99964 98420 779 774 Only God and theperson who did it 775 111 C2 12334 10100 know why they did it. 780 774 Idon't know. 775 111 98660 98640 781 774 I guess so, but I don't knowwhy. 775 111 99999 99999 782 774 I'd like to know the reason myself. 775101 99999 99999 783 774 Maybe someone needed some 775 111 00047 00010help. 784 774 775 Probably drugs. 111 22222 11111 785 774 775 Someoneprobably needed some 111 00069 32222 money; too many bills or something.

[0096] In Table 5, the “Reply Code” column provides unique identifiersfor each reply. The “Available to” column identifies the questions towhich the reply can be given. The “Response” column contains the text ofthe reply. Sometimes, Mike asks a question or makes a comment thatintroduce new information requiring new questions. The “Question Open”column identifies Questions/Statements/Responses that are made availableto the user as a result of the response. Often thesequestions/statements/responses are made available in the follow-upwindow.

[0097] The “Guilt TRF” column limits the use of the response to certainguilt statuses using the binary codes in the logical database. The orderis: (1) Mike is Truthful, (2) Mike has a Revenge motive or (3) Mike hasa Financial motive. A number 1 in the table indicates that the responsecan be used when Mike is in the corresponding guilt state and a 0indicates that it can not be used. For example, 111 indicates that theresponse can be given by Mike with any guilt state while 010 indicatesthat the response can only be used when Mike has a Revenge, “R”, guiltstate and not with a Truthful “T” or a Financial, “F” guilt state.

[0098] Some nonverbal responses may be a result of stress or habit. Forexample, Mike may nonverbally express stress by tucking his chin,maintaining extended eye contact, and covering his mouth. His speech mayslow or his voice soften. These behavioral clues include voice pitch,and clarity of speech as well as head, eye, hand, arm, and legmovements. If these behaviors only occur when certain topics arediscussed, then the investigator should be aware that such topics aresensitive and may require more discussion. The “Response Indicator”column of Table 6 identifies clusters of behavior often associated withdeception. They are used in the production to tell the actor how topresent the response. A cluster consists of several simple behaviorsthat occur in a short interval. These will be used by the student tohelp detect deception. Table 5 shows how the simple behavioral codes arecombined to form the clusters and these clusters are coded with a singlecode (C1, C2, . . . ). Simple movements are described in the script witha few of the behavioral codes while standard clusters have their owncodes. TABLE 6 Sample of Clusters Codes BEHAVIORAL CLUSTER CODES CODESDESCRIPTION OF BEHAVIOR H4, A9, L1 C1 Chin projected, knitted “V” overnose, crossed legs (barrier) H7, E9, A2, L9 C2 Jaw flexed, eyes “hard”,finger pointed, feet hidden (under chair) E9, AS, L1 C3 Eyes “hard”, “L”thumb under chin, finger to eye, crossed legs HQ, P4, A11, L3 C4 Headtilted, zero blink rate, arms crossed, fist(s) clenched, “Fonz” attitude(slouched, arrogant)

[0099] A pattern of behavior for one individual being interviewed may benormal or just a sign of stress. For another individual that samebehavior may only occur as s/he attempts deception. As part of a goodinterview, the student must identify the normal or baseline behavior forMike. That behavior will differ from one interview to another, so thestudent must identify the baseline behavior for the particular interviews/he is conducting. To create this needed changing baseline behavior,many of Mike's responses are recorded five times using five differentbehavior patterns or clusters. As the interview is initiated, two of thefive patterns are randomly selected for baseline behavior. Theseresponses will be seen frequently in a properly conducted interview. Theother three clusters will only be seen when and if Mike attemptsdeception. When Mike's reply contains one of these five clusters, itwill indicate deception when it is not part of his baseline behavior andwill not indicate deception when it is part of the baseline behavior.The student is taught to carefully baseline the subject's behavior inorder to avoid mistaking normal behavior for deception.

[0100] In Table 5, in the Response Indicator column, the word “all” isused to indicate that five responses have been recorded for this reply.When this reply is used, Mike demonstrates one of the five behavioralpatterns. If he is innocent, it will be a baseline behavior; if he isdeceptive then it will be a non-baseline behavior only seen when he islying.

[0101] The last two columns in Table 5, correspond to “DeceptiveRapport” and “Truthful Rapport.” These columns contain likelihood codesused to determine how likely the response is and to compute the changingprobability of the corresponding response. The probability depends onthe rapport with Mike, his veracity and the likelihoods of the availableresponses at the time the question is asked. Each of the two columnscontains a string of likelihood codes consisting of five digits between0 and 9. The five digits correspond to the five rapport values. Thefirst digit corresponds to the likelihood of worst rapport and the lastdigit corresponds to the best rapport. If the rapport state is 3 for aguilty Mike, the likelihood is found in third digit of the Deceptivecolumn. If that response is common for Mike in state 3, the third digitof likelihood code would be assigned a 7, 8, or 9. If the response isunusual, that digit would be given a 0, 1, or 2.

[0102] Some of the possible responses may be eliminated because they areinappropriate for the guilt status or because they are inconsistent withother of Mike's statements. The likelihood codes from the possibleresponses are summed and then each is divided by that total to obtain aprobability for each response. Finally, these probabilities along with arandom number are used to select the response.

[0103] Other factors are used to evaluate the interview. These includethe correct determination of Mike's status (truthful or deceptive) andthe detection of clues. Some of Mike's replies reveal attempts todeceive and should be identified as an indicator of deception. Otherreplies are unusual for a deceptive person and indicate that Mike istruthful. In a typical interview, both types of clues will be observed,but most of the clues will reveal the truth. Points are awarded for theproper identification of all clues. A detailed description of thescoring algorithm follows:

[0104] 1) If the student correctly determines that Mike is truthful theyget 30 correct points. If the student correctly determines that Mike isdeceptive (easier and more clues are provided), they get 20 correctpoints.

[0105] 2) Take the average question diagnostic value for the best 20diagnostic questions and the worst 20 diagnostic questions thencalculate:

Diagnostic ValuePoints=4*[(AVG_Question_Value_Top_(—)20−4.5)+{2*(AVG_Question_Value_Bottom_(—)20−4.5)}]

[0106] The rational for the 2 is to lose more points for asking badquestions than are gained for asking good questions. The use of only the20 most extreme questions is to negate the effect of the neutral,routine questions.

[0107] 3) For each follow up question with rapport value and questionvalue greater than add one point to follow-up points. In addition torewarding the student for good questions, this rewards for a logicalstream of questions.

[0108] 4) For each clue correctly identified add 2 points to CluePoints; if no clue is present and student selects deceptive or truthfulthen lose 1 Clue Point. If Mike provides a deceptive clue and thestudent selects truthful then lose 2 Clue Points. If Mike provides atruthful clue and the student selects deceptive then lose 2 Clue Points.

[0109] 5) Rapport Points=8*Average Rapport Value

[0110] 6) Total Score=Correct Points+Diagnostic Value Points+Follow-UpPoints+Rapport Points

[0111] 7) If the student asked less than 100 questions and if the TotalScore is greater than (0.8*Number Of Questions) then

Total Score=(0.8*Number Of Questions)

[0112] This last step prevents a high score for asking one gooddiagnostic question, one good rapport question and guessing the subjectstatus. It rewards the student for taking the time to put the subject atease and developing themes for interrogation.

[0113] The program has four levels of difficulty: (1) beginner, (2)intermediate, (3) advanced, or (4) professional. Fewer clues areprovided at the more challenging levels. This is accomplished bymultiplying the likelihood of responses containing clues by a factorgreater than one for the beginner level and factors less than one forthe advanced or professional level. When a question is selected, it isread before Mike responds, reinforcing the question and allowing thestudent to observe any delays in Mike's answers. Another option allowsthe user to have the questions read either using a female or a malevoice. The system stores the sequence of questions and responses fromthe interview so that the entire interview can be replayed andreexamined. During replay, the system identifies and records any unusualbehavior in Mike.

[0114] The invention allows modification or tuning of Mike's basicpersonality. This is accomplished by varying Mike's personalityparameters through a specialized input control screen. Through thisdevice, the model for the subject, Mike, is manipulated to meet therequirements of the user and the application. FIG. 8 illustrate thecontrol panel screen.

[0115] The present invention is not limited to the above example. Theapparatus, system and method of the present invention can be used in anyarea where interview training techniques or interview skill building areneeded. Some other examples would include training doctors, nurses,etc., training case workers, “just say no” drug programs, teachers, etc.The method can be implemented not only on a computer system using a CDROM, but can be employed via any electronic system, such as over theinternet, DVD, etc.

[0116] Specifically, applications include training for clandestine druglab raids, circuit room testing, cultural sensitivity training, EEOC andaffirmative action training, drug education, law enforcement sensitivityto victims of crime, doctor interviews with patients, job applicantinterviews, interview training for employees, social concerns such asfoster care interviews, interactive training between officers andenlisted personnel and sexual harassment training, to name a few.

[0117] Of particular importance is the ability of these systems toquantitatively evaluate the user's skill by providing numerical resultsfree from biases either for or against the person being evaluated. Forexample, a physician may need to achieve a certain patient interviewskill level before being board certified. A law enforcement agent mayneed to achieve a certain skill level in dealing with the public beforebeing promoted. A diplomat may need to be aware of cultural differencesbefore being assigned to a post or an employee may need to demonstrate askill in dealing with a problem employee before being promoted tomanagement.

[0118] The present invention can also be applicable to computerizedgames involving interaction of the person in the game with players wherethe computer is actually a player.

[0119] It should be noted that the invention covers systems which gobeyond playing a video when a question is asked. The key is that eachuser input affects more than one response or video selection. Anotherkey is that they (the videos) are tied together to simulate humanresponses.

[0120] The foregoing is considered as illustrative only of theprinciples of the invention. Further, since numerous modifications andchanges will readily occur to those skilled in the art, it is notdesired to limit the invention to the exact construction andapplications shown and described, and accordingly, all suitablemodifications and equivalents may be resorted to, falling within thescope of the invention and the appended claims and their equivalents.

What is claimed is:
 1. (original): An interactive method, including thesteps of: selecting a statement from a list of prepared statements;observing facial expressions of a simulated person in a videopresentation; observing body language of said simulated person in saidvideo presentation; listening to an audio response by said simulatedperson; and selecting a statement from a list of prepared statements inresponse to said observed facial expressions, body language and audioresponse.
 2. (original): An interactive method as defined by claim 1,including the step of repeating the steps of claim 1 until adetermination regarding the veracity of said simulated person is made.3. (original): An interactive method as defined by claim 2, includingthe step of signaling the program creating said video presentations andaudio responses of said determination regarding the veracity of saidsimulated person.
 4. (original): An interactive method as defined byclaim 1, including the step of signaling the program creating said videopresentations and audio responses if said video presentation constitutesa clue regarding the veracity of said simulated person.
 5. (original):An interactive method as defined by claim 1, including the step ofsignaling the program creating said video presentations and audioresponses if said audio response constitutes a clue regarding theveracity of said simulated person.
 6. (original): An interactive method,including the steps of: verbalizing a statement including one or morekey words selected from a list of prepared statements including said keywords; observing the facial expression of a simulated person in a videopresentation; observing the body language of said simulated person insaid video presentation; listening to an audio response by saidsimulated person; and verbalizing a statement including one or more keywords selected from a list of prepared statements including said keywords in response to said observed facial expression and body languageand said audio response.
 7. (original): An interactive method as definedby claim 6, including the step of repeating the steps of claim 6 until adetermination regarding the veracity of said simulated person is made.8. (original): An interactive method for developing interpersonal skillsas defined by claim 7, including the step of signaling the programcreating said video presentations and audio responses of saiddetermination regarding the veracity of said simulated person. 9.(original): An interactive method as defined by claim 6, including thestep of signaling the program creating said video presentations andaudio responses if said video presentation constituted a clue regardingthe veracity of said simulated person.
 10. (original): An interactivemethod as defined by claim 6, including the step of signaling theprogram creating said video presentations and audio responses if saidaudio response constituted a clue regarding the veracity of saidsimulated person.
 11. (original): An interactive method, said methodcomprising the steps of: initializing a program including weightedquestions; allocating quantitative emotional values to rapport states,the quantitative emotional values for the rapport states adding up to 1;affecting the flow of the emotional values from rapport state to rapportstate based on stimuli derived from questions asked.
 12. (currentlyammended): A method according to claim 11, wherein the rapport statesinclude worst, bad, neutral, good and excellent. affecting the flow ofthe emotional values from rapport state to rapport state based onstimuli derived from questions either articulated by voice activation orentered via keyboard.
 19. (original): A computer readable mediumembodying a program of instruction, said program comprising theinstruction of: providing a stimulus value based on an average of allprevious rapport values and current rapport values; and employing thealgorithm S _(r)=0.8[memory*S _(r−1)+(1−memory)*S _(q)]+0.2 (averagerapport value)  where S_(r−1) is the stimulus before the last rapportvalue and S_(q) is the average rapport value of all previous rapportvalues and the current rapport value, for computing the stimulus valueS_(r).
 20. (original): A computer readable medium that stores a program,said program comprising: means for computing; means for viewing; meansfor entering information; means for quantifying emotional valuesallocated to rapport states; and means for computing a stimulus value.21. (original): A computer readable medium according to claim 20,wherein said means for computing a stimulus value includes employing thealgorithm: S _(r)=0.8[memory*S _(r−1)+(1−memory)*S _(q)]+0.2 (averagerapport value) where S_(r−1) is the stimulus before the last rapportvalue, and S_(q) is the average rapport value of all previous rapportvalues and the current rapport value for computing the stimulus valueS_(r).
 22. (original): A computer readable medium embodying a program ofinstruction, said program comprising: initializing personalityparameters; initializing mood parameters; computing a stimulus value;determining whether the stimulus value changed signs; changing a targetstate if the stimulus values changed signs; determining whether weightsreached predetermined limits; and changing weights in all states. 23.(new): A method according to claim 12, wherein deteriorating rapportstate occurs more easily than building rapport state.
 24. (new): Amethod according to claim 13, wherein the stimuli being computed basedon an average of all previous questions asked during the interviewrapport value and current question rapport value, employing thefollowing algorithm: S _(r)=0.8[memory*S _(r−1)+(1−memory)*S _(q)]+0.2(average rapport value) where S_(r) is the stimulus value, S_(r−1) isthe stimulus before the last question, and S_(q) is the average rapportvalue of all previous rapport values and the current question. 25.(new): A system, including a computer, a monitor and a keyboard, fordeveloping interpersonal skills including initiation of an interview andquantifying emotional values that are allocated to rapport states, astimulus value being computed based on an average of all previousquestions asked during the interview rapport value and current questionsrapport value, said system employing the following algorithm: S_(r)=0.8[memory*S _(r−1)+(1−memory)*S _(q)]+0.2 (average rapport value)where S_(r−1) is the stimulus before the last question, value, and S_(q)is the average rapport value of all previous questions and the currentquestion, for computing a stimulus value S_(r).
 26. (new): Aninterractive method according to claim 1, wherein the statement selectedis articulated.
 27. (new): An interractive method according to claim 6,wherein the step of verbalizing a statement includes articulating thestatement to a voice activated system.
 28. (new): A computer readablemedium that configures a computer to perform a method, said methodcomprising the steps of: initializing a program including weightedquestions; allocating quantiative emotional values to rapport states;and affecting the flow of the emotional values from rapport state torapport state based on stimuli derived from questions either articulatedby voice activation or entered via keyboard.